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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Still Photography
Still Photography Soumik Mitra, Published by - Jharkhand Rai University Subject: STILL PHOTOGRAPHY Credits: 4 SYLLABUS Introduction to Photography Beginning of Photography; People who shaped up Photography. Camera; Lenses & Accessories - I What a Camera; Types of Camera; TLR; APS & Digital Cameras; Single-Lens Reflex Cameras. Camera; Lenses & Accessories - II Photographic Lenses; Using Different Lenses; Filters. Exposure & Light Understanding Exposure; Exposure in Practical Use. Photogram Introduction; Making Photogram. Darkroom Practice Introduction to Basic Printing; Photographic Papers; Chemicals for Printing. Suggested Readings: 1. Still Photography: the Problematic Model, Lew Thomas, Peter D'Agostino, NFS Press. 2. Images of Information: Still Photography in the Social Sciences, Jon Wagner, 3. Photographic Tools for Teachers: Still Photography, Roy A. Frye. Introduction to Photography STILL PHOTOGRAPHY Course Descriptions The department of Photography at the IFT offers a provocative and experimental curriculum in the setting of a large, diversified university. As one of the pioneers programs of graduate and undergraduate study in photography in the India , we aim at providing the best to our students to help them relate practical studies in art & craft in professional context. The Photography program combines the teaching of craft, history, and contemporary ideas with the critical examination of conventional forms of art making. The curriculum at IFT is designed to give students the technical training and aesthetic awareness to develop a strong individual expression as an artist. The faculty represents a broad range of interests and aesthetics, with course offerings often reflecting their individual passions and concerns. In this fundamental course, students will identify basic photographic tools and their intended purposes, including the proper use of various camera systems, light meters and film selection. -
Rethinking Documentary Photography
RETHINKING DOCUMENTARY PHOTOGRAPHY: DOCUMENTARY AND POLITICS IN TIMES OF RIOTS AND UPRISINGS —————————————————— A Thesis Presented to The Honors Tutorial College Ohio University —————————————————— In Partial Fulfillment of the Requirements for Graduation from the Honors Tutorial College with the degree of Bachelor of Arts in Art History —————————————————— by Jack Opal May 2013 Introduction I would like to think about documentary photography. In particular, I would like to rethink the limits of documentary photography for the contemporary. Documentary, traditionally, concerns itself with the (re)presentation of factual information, constitutes a record.1 For decades, documentary – and especially social documentary – has been under siege; its ability to capture and convey and adequately represent “truth” thrown into question, victim to the aestheticization of the objects, fading trust in their authors, and technological development. So much so that the past three decades have prompted photographer, documentarian, and art historian Martha Rosler to question first its utility, then its role, and finally its future in society. All of this has opened up the possibility and perhaps the need to reconsider the conditions and purpose of documentary practice, and to consider the ways in which it has been impacted by recent technological and historical developments. The invention of the internet and the refinement of the (video) camera into ever more portable devices and finally into the smartphone, and the rise to ubiquity within society of these inventions, signifies a major shift in documentary. So, too, have certain events of the past two decades – namely, the beating of Rodney King (and the circulation of the video of that event) and the development and adoption of the occupation as a major tactic within the political left. -
Elements of Screenology: Toward an Archaeology of the Screen 2006
Repositorium für die Medienwissenschaft Erkki Huhtamo Elements of screenology: Toward an Archaeology of the Screen 2006 https://doi.org/10.25969/mediarep/1958 Veröffentlichungsversion / published version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Huhtamo, Erkki: Elements of screenology: Toward an Archaeology of the Screen. In: Navigationen - Zeitschrift für Medien- und Kulturwissenschaften, Jg. 6 (2006), Nr. 2, S. 31–64. DOI: https://doi.org/10.25969/mediarep/1958. Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Deposit-Lizenz (Keine This document is made available under a Deposit License (No Weiterverbreitung - keine Bearbeitung) zur Verfügung gestellt. Redistribution - no modifications). We grant a non-exclusive, Gewährt wird ein nicht exklusives, nicht übertragbares, non-transferable, individual, and limited right for using this persönliches und beschränktes Recht auf Nutzung dieses document. This document is solely intended for your personal, Dokuments. Dieses Dokument ist ausschließlich für non-commercial use. All copies of this documents must retain den persönlichen, nicht-kommerziellen Gebrauch bestimmt. all copyright information and other information regarding legal Auf sämtlichen Kopien dieses Dokuments müssen alle protection. You are not allowed to alter this document in any Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen way, to copy it for public or commercial purposes, to exhibit the Schutz beibehalten werden. Sie dürfen dieses Dokument document in public, to perform, distribute, or otherwise use the nicht in irgendeiner Weise abändern, noch dürfen Sie document in public. dieses Dokument für öffentliche oder kommerzielle Zwecke By using this particular document, you accept the conditions of vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder use stated above. anderweitig nutzen. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. -
Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
2020-2021 Catalog Year Pathways Coming Soon
Art History for Transfer (AA-T) CAREER PATHS: Art, Drama, History and/or Music Teacher Art Therapist Art Director Museum Curator, Technician, or Conservator Fine Artist rt History Additional Career Paths and related data, including state-by-state wage info and growth in the A field, can be found at www.onetonline.org. Associate in Arts for Transfer This program map represents one possible pathway. See a counselor to create a GE Pattern: IGETC Program customized education plan. Map is for the 2019-2020 catalog year. Total Units: 60-65 For more information please contact: FIRST SECOND (707) 864-7114 1 SEMESTER 2 SEMESTER Total Recommended Units: 15 Total Recommended Units: 16-17 GET STARTED NOW! ART 001 3 units ART 002 3 units Art History Art History Get started on your Pathway now LIST B of the ADT 4 units with these recommended courses! ART 014 3 units Suggested: ART 006, 007, or 008 Then –See a counselor to create a CUSTOMIZED education plan ENGL 001 4 units IGETC 1B 4 units personalized to your career and College Composition (IGETC 1A) Suggested: ENGL 002 or 004 transfer goals! Required courses may change IGETC 1C 3 units LR 010 1 unit depending on a student's career and Introduction to Library Research and Suggested: COMM 001 or 002 or 006 Information Competency transfer goals, including requirements for cross-cultural and foreign language IGETC 2 3-4 units IGETC 4 3 units Suggested: MATH 011 or 012 courses, and/or specific requirements 2020-2021Suggested: PSYCH 001 catalogfor an individual CSU or UC. -
Fine Arts Policies and Procedures 2017
FINE ARTS POLICIES AND PROCEDURES Executive Summary 1. Introduction 1.1. Mission and Vision Statements 1.1.1. Fine Arts Program Mission 1.1.2. Vision 1.2. Adherence to Ethical Standards 1.3. The Fine Arts Program 1.3.1. Fine Arts Program Within GSA 1.3.2. Responsibilities of the Fine Arts Program 1.3.3. Regional Fine Arts Officers 2. The Collection 2.1. Scope of the Fine Arts Collection 2.2. Description of the Fine Arts Collection 2.3 Asserting Title on New Deal Works 2.4. Accessioning Artworks Into the Fine Arts Collection 2.4.1. Collection Criteria 2.4.2. Art in Architecture Program 2.4.3. Donation of Artwork From Non-Government Sources 2.4.4. Artwork Transferred From Other Federal Agencies 2.4.5. Artwork Accepted Through Building Acquisition 2.4.6. Accessioning Procedure 2.5. Deaccessioning Artworks 2.5.1. Deaccessioning Criteria 2.5.2. Deaccessioning Procedure 3. Use of Artworks 3.1. Public Display 3.1.1. Permanent Installation in GSA-Owned Buildings 3.1.2. Temporary Display in GSA-Owned Buildings 3.1.3. Installation in Leased Properties 3.2. Access 3.2.1. Physical Access 3.2.2. Collection Information 3.3. Loans 3.3.1. Outgoing Loans 3.3.2. Incoming Loans 3.3.3. Loan Procedure 3.3.4. Loans to Tenant Agencies 3.3.5. Insurance 3.4. Relocation of Artworks 3.4.1. Relocation Eligibility 3.4.2. Requesting Relocation 3.4.3. New Location 3.4.4. Funding 1 of 87 3.4.5. -
Seeing Like Your Camera ○ My List of Specific Videos I Recommend for Homework I.E
Accessing Lynda.com ● Free to Mason community ● Set your browser to lynda.gmu.edu ○ Log-in using your Mason ID and Password ● Playlists Seeing Like Your Camera ○ My list of specific videos I recommend for homework i.e. pre- and post-session viewing.. PART 2 - FALL 2016 ○ Clicking on the name of the video segment will bring you immediately to Lynda.com (or the login window) Stan Schretter ○ I recommend that you eventually watch the entire video class, since we will only use small segments of each video class [email protected] 1 2 Ways To Take This Course What Creates a Photograph ● Each class will cover on one or two topics in detail ● Light ○ Lynda.com videos cover a lot more material ○ I will email the video playlist and the my charts before each class ● Camera ● My Scale of Value ○ Maximum Benefit: Review Videos Before Class & Attend Lectures ● Composition & Practice after Each Class ○ Less Benefit: Do not look at the Videos; Attend Lectures and ● Camera Setup Practice after Each Class ○ Some Benefit: Look at Videos; Don’t attend Lectures ● Post Processing 3 4 This Course - “The Shot” This Course - “The Shot” ● Camera Setup ○ Exposure ● Light ■ “Proper” Light on the Sensor ■ Depth of Field ■ Stop or Show the Action ● Camera ○ Focus ○ Getting the Color Right ● Composition ■ White Balance ● Composition ● Camera Setup ○ Key Photographic Element(s) ○ Moving The Eye Through The Frame ■ Negative Space ● Post Processing ○ Perspective ○ Story 5 6 Outline of This Class Class Topics PART 1 - Summer 2016 PART 2 - Fall 2016 ● Topic 1 ○ Review of Part 1 ● Increasing Your Vision ● Brief Review of Part 1 ○ Shutter Speed, Aperture, ISO ○ Shutter Speed ● Seeing The Light ○ Composition ○ Aperture ○ Color, dynamic range, ● Topic 2 ○ ISO and White Balance histograms, backlighting, etc. -
MURALS Call to Artists Downtown Winter Garden Public Art Mural Pilot Project
Up To $7000 Up To $3000 Up To $8000 MURALS Call To Artists Downtown Winter Garden Public Art Mural Pilot Project The city of Winter Garden is initiating a pilot public mural program in the historic downtown district to build community pride, build a stronger community identity and activate some key streets by bringing pedestrian activity to streets such as Main, Boyd, Joiner and Tremaine Streets. Historically, murals were used to advertise and draw interest to a street or store. Downtown Winter Garden has had some murals over the years, but currently does not have any murals remaining. The City has asked the Winter Garden Art Association to assist in the call for artists and selection process. The city invites qualified artists to submit proposals for up to three murals to be placed on/or painted on the walls at three locations in the Downtown District. The City has allocated up to $7,000 for Site #1 and $3,000 for Site #2 to be paid to each mural artist. The fee to be paid for Site #3 is to be determined based on the # of sections chosen by the artist, not to exceed $8000. Each mural shall be interactive and encourage creative thought and activity. If the applicant wishes to create a mural of higher value, the applicant must make a case to justify it and demonstrate the ability to secure a portion of the additional funds. The installed mural will become the property of the city of Winter Garden. This initiative will be called #wheregoodthingsgrow and/or #acharmingcitywithajuicypast. -
The Development of Art Education in America 1900-1918
Eastern Illinois University The Keep Plan B Papers Student Theses & Publications 7-30-1964 The Development of Art Education in America 1900-1918 Jerry Josserand Follow this and additional works at: https://thekeep.eiu.edu/plan_b Recommended Citation Josserand, Jerry, "The Development of Art Education in America 1900-1918" (1964). Plan B Papers. 398. https://thekeep.eiu.edu/plan_b/398 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Plan B Papers by an authorized administrator of The Keep. For more information, please contact [email protected]. THE DEVELOPMENT OF ART EDUCATION IN AMERICA 1900-1918 (TITLE) BY Jerry Josserand PLAN B PAPER SUBMITIED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF SCIENCE IN EDUCATION AND PREPARED IN COURSE Art 591 IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY, CHARLESTON, ILLINOIS 1964 YEAR I HEREBY RECOMMEND THIS PLAN B PAPER BE ACCEPTED AS FULFILLING THIS PART OF THE DEGREE, M.S. IN ED. This paper was written for Art 591 the summer of 1961. It is the result of historical research in the field of art education. Each student in the class covered an assigned number of years in the development of art education in America. The paper was a section of a booklet composed by the class to cover this field from 1750 up to 1961. The outline form followed in the paper was develpped and required in its writing by the instructor. THE DEVELOPMENT OF ART EDUCATION IN AMERICA 1900-1918 Jerry Josserand I. -
Colour Relationships Using Traditional, Analogue and Digital Technology
Colour Relationships Using Traditional, Analogue and Digital Technology Peter Burke Skills Victoria (TAFE)/Italy (Veneto) ISS Institute Fellowship Fellowship funded by Skills Victoria, Department of Innovation, Industry and Regional Development, Victorian Government ISS Institute Inc MAY 2011 © ISS Institute T 03 9347 4583 Level 1 F 03 9348 1474 189 Faraday Street [email protected] Carlton Vic E AUSTRALIA 3053 W www.issinstitute.org.au Published by International Specialised Skills Institute, Melbourne Extract published on www.issinstitute.org.au © Copyright ISS Institute May 2011 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Whilst this report has been accepted by ISS Institute, ISS Institute cannot provide expert peer review of the report, and except as may be required by law no responsibility can be accepted by ISS Institute for the content of the report or any links therein, or omissions, typographical, print or photographic errors, or inaccuracies that may occur after publication or otherwise. ISS Institute do not accept responsibility for the consequences of any action taken or omitted to be taken by any person as a consequence of anything contained in, or omitted from, this report. Executive Summary This Fellowship study explored the use of analogue and digital technologies to create colour surfaces and sound experiences. The research focused on art and design activities that combine traditional analogue techniques (such as drawing or painting) with print and electronic media (from simple LED lighting to large-scale video projections on buildings). The Fellow’s rich and varied self-directed research was centred in Venice, Italy, with visits to France, Sweden, Scotland and the Netherlands to attend large public events such as the Biennale de Venezia and the Edinburgh Festival, and more intimate moments where one-on-one interviews were conducted with renown artists in their studios. -
The Field of Social Documentary Photography Appears As an Area Of
PHOTOGRAPHY: METAMORPHOSIS OF REALITY Rochelle Kolodny The field of social documentary photography appears as an area of interest to social scientists owing to its subject matter as well as to the particular issues it poses within the broad context of the relationship of art and reality (Kolodny 1974). Social documentary photography takes cultural reality as its subject-be it a spe- cific community such as Bruce Davidson's East 100th Street, or a generalized com- munity such as The Family of Man. The metamorphosis of existential reality into an aesthetic medium is not unique to photography; it appears, however, that photography's particular qualities, both ontological and phenomenological, create a special kind of metamorphosis. That photographs bear an uncanny likeness to the world of every- day reality has been noted since the inception of the medium. That the air of 'fact- uality', of 'truthful' representation are part of the photographic mystique likewise has been a doainating feature in commentary. On viewing the images made by Matthew Brady at the Battle of Antietam, Oliver Wendell Holmes wrote in 1863: Let him who wishes to know what war is ...look at this series of illus- trations ...It was so nearly like visiting the battlefield to look over these views, that all the emotioqs excited by the actual sight of the stained and sordid scene, strewed with rags and wrecks, came back to us, and we buried them in the recesses of our cabinet as we would have buried the mutilated remains of the dead they too vividly represented. (quoted in Taft:235-235) This kindred relationship to the world of experience cannot be overlooked in under- standing photography.